Tonight I watched the Lilly Conference online session “The Effectiveness of Metacognitive Reading Strategies in the College Classroom” by Jiyoung Kim from Fayetteville State University and Trela Anderson from the National Defense University. They assessed metacognitive reading strategies in the courses they teach. The data is from the reading across the curriculum program at Fayetteville State University (FSU) which was a title 3 program that ran for five years with Kim and Anderson. Anderson spoke about the demand for skills such as “reading analysis, interpretation, process, critical thinking, problem solving.” To address gaps in reading skills, the reading across the curriculum (RAC) metacognitive model was introduced. Participating faculty were provided with training and a survey. A reading clause for “reading-centered courses” was included in the syllabi of appropriate courses. Students completed a pre-assessment. Anderson explained that they used two texts for faculty to implement reading comprehension strategies. The restructured course was assessed through a comparison of the pre-assessment and post-assessment. Anderson was also a participant in the program and described assignments used such as “quick writes” and journaling. For dialogical journaling, students include quotes in column one and respond to the quotes in column 2. Then, two other students include their interpretations in columns 3 and 4. Anderson explained some strategies used by instructors in the program. Kim explained the assessment strategy and five categories used to survey students. Instructors also commented on the assignments and transfer skills/abilities. Students felt engaged, and Kim mentioned they felt like stronger leaders. Kim also spoke about how providing compensation to instructors for their course revisions and participation. They strongly recommended a stipend for instructor participants in the program, if possible. I find it helpful to learn how others implement faculty development opportunities and how they obtain active participation. I participated in several writing across the curriculum and writing in STEM initiatives here and would like to return to those for the BIT 295 course.
